New York State Report Cards For Westbury Public Schools

New York State Report Cards

Questionnaire on Divorce and Children

Questionnaire on divorce and children. Data below.

The 6 C’s of Conflict Resolution | Rochelle Harary | Orthodox Union

Juanita's: Embed Youtube

Juanita's Conceptual Framework

The above framework is a depiction of how technology supports and enhances the development of literacy skills in children.

 Recent findings show that the integration of technology supports emergent literacy curriculum and instruction in early childhood classroom environments. As indicated in this article by Hourcade, Parette, Boeckmann and Blum, entitled Handy Manny and the Emergent Literacy Technology Toolkit (2010), the researchers outlined how a comprehensive technology toolkit consisting of both hardware, and software programs that run on computers) can enhance the construction of early literacy skills in students experiencing academic challenges. The article described examples of hardware such as large computer video displays (LCD screens), digital cameras, and audio outputs/inputs for sounds and voices) and software such as Microsoft PowerPoint, Clicker 5 and Communicate that met the academic needs of the children.

 The researchers used a popular children’s show – Handy Manny, to draw an analogy between Manny’s toolkit and an early childhood learning environment. In the children’s show each tool in the kit has unique qualities that allow the tool individually, and as a team to assist Handy Manny. Similarly, this study points out that children need a technology toolkit, a collection of appropriate technology tools (hardware and software) in order to accomplish their task (of emergent literacy), as well.

 Struggling learners may benefit from the unique supports accessible through educational and assistive technology (Jewitt 2006; Loveless and Dore 2002; McKenna et al. 2006; Siiraj-Blatchford 2004; Valmont 2003), particularly as technology is thoughtfully infused throughout curricula and instructional practices (Loveless and Dore 2002; McGee and Richgels 2006). Furthermore, research shows that classroom computer usage is consistently associated with (a) increased student motivation (Hitchcock and Noonan 2000; Kamil et al. 2006; and (b) gains in emergent literacy skills (Hutinger et al. 2006; Parette et al. 2009a, b). (pg. 483).

 Hourcarde, J., Parette, H. P., Boeckmann, N., Craig, B. (2010). Handy Manny and the emergent literacy technology toolkit. Early Childhood Education Journal, 37, 483-4

The History of Technology and Reading

What an interesting video  --- it discusses the history of the use of technology in teaching reading.


 http://www.youtube.com/watch?v=S1Jkwe_M3zM

Technology Enhanced Reading

There is a wonderful app for beginning readers that provides e-books for free. The app is on Google Chrome and is called MeeGenius.  Children can read the book utilizing the audio playback as it tracks and highlights each word or they can read the story on their own.  This wonderful app is free (for now), so take advantage!

http://chrome.meegenius.com/#store

 I

Mary's Conceptual Framework Assignment

School Lunch Program and Food Waste

The above drawing represents what we at Westbury Schools have done to increase student participation in the school lunch program.  The menus include food selections that are both appealing to students and nutritious at the same time.  By providing students food choices - a hot meal (pizza, pasta, or chicken) or cold meal (salad/sandwich bar) students are more apt to eat the meal and not dispose of it.   Since the implementation of the salad/sandwich bar at the Middle School, student participation has increased and the school lunch program has become more profitable.

 In September, 2010 the Minnesota Pollution Control Agency conducted a study on how much waste has being generated by the Minnesota Public Schools. The study was designed to analyze the school waste composition and to evaluate all of the materials schools discard, including trash, recycling and organic.  The researchers wanted to identify ways that schools look at waste and find ways to reduce or recycle.  The study was conducted in six schools over a two-day period which included two elementary, two middle, and two high schools both in urban and suburban locations.

The study found that the major component of the trash generated at schools was food waste.  Food waste accounted for about 23.90% of the total waste generated.  The study points out that there are many reasons for the food waste generated at schools.  The researchers state that “policies that define quantities and types of food which must be served to students impact waste generation.  Students who are served food that they do not eat generate more waste.”  Through our efforts we have improved our feeding program as the Westbury Schools, we have been able to offer and serve meals that are nutritious and appetizing and also meet the nutrition guidelines of the Federal/State National Lunch Program. In addition to this we implemented the Wellness Policy in 2008 that has guided the school district in focusing on good nutrition and physical activity for all students.

Reference:

Minnesota Pollution Control Agency (2010, September).    Digging Deep Through School Trash. A waste composition analysis of trash, recycling, and organic material discarded at public schools in Minnesota. Retrieved from www.pca.state.mn.us/index.php/view-document.html?gid=14235

Rochelle- Conceptual Frameworks

The rationalle for researching the cognitive and behavioral affects on children of divorce is due to my working relationships with these children. I have counselled and assessed children privately and at many schools. It is important to note that sometimes divorce is the best alternative to a marriage that is dysfunctional however any change in the family structure can distrupt the well being of the child. Regardless of the parent's best good intentions, children become involved in an emotional whirlpool. Sociologists and psychologists have reliable informations that note that there are extranneous factors that can affect the child's reaction to the divorce. I have read much research that shows that the effects depend on the child's gender, age and the child's innate personality. It is also important to note that the intensity of the conflict between the parents is a significant factor in the child's behavior and cognition.
An article entitled "The Effect of Divorce on Children" noted that divorce increases the risk for a variety of issues for children. These significant issues are dependent on factors such as age, gender and the personality of the child. With respect to age the article noted that there is little information of the effects on infants. It was reported that young children do not always suffer when the divorce occurs. These young children may exhibit issues when a close relationship is broken because of the parental split.
Preschool children, ages 3 to 5, have a tendancy to feel that they caused the divorce. An example was cited that a preschooler remarked that if she would have eaten her dinner and listened then daddy would not have left. These children react with fear and may begin to resort to baby like behavior. An example would be to wet their bed.
This article noted that psychologists believe that elementary school age children are the most significantly affected. It is felt that these children are old enough to understand the process and the pain of their parent's separation however too young to be able to control or verbalize their pain. The article noted that they often feel rejected by the parent who left. These children often complain of headaches or stomachaches.
Adolescents are noted to feel anger, fear, loneliness, guilt and often become clinically depressed. They often feel that they are no longer children and have to assume the role of the missing parent. the often are not ready for this new responsibility. Many adolescents have expressed doubt in their ability to ever get married. At this age, they may understand the situation prior to the divorce as well as the divorce process. This may become so stressful that they have difficulty in their coping strategies. Many adolescents have noted that they feel the pressure to side with one of the parents.

The article also noted that gender is not a significant factor in response to behavior and cognition. Researchers note that children's adjustment following the divorce have more to do with the quality of the relationship between the parent and the child rather than gender. The article did note that school age boys living with their fathers or in a joint arrangement appear to be less aggressive and have fewer emotional issues that boys who have no contact with their fathers. Girls that are raised with their mothers tend to be more responsible and mature than girls who are raised soley with their fathers. The article appeared to stress that it is of importance that the child have a direct contact or living arrangement with the same sex parent.
This article noted that it takes approximately 2 to 3 years to adjust to the parent's divorce.

The next article noted that children are more likely to experience negative effects of divorce on their academic achievements. The article compared standardized test scores, grades and dropoit rates of divorce versus non divorced students. The results, as noted with the past three decades, indicate that children of divorce generally have poorer scores. These poorer scores are noted to be caused by their behavior rather than their intellectual abilities. This article noted that boys tend to become more aggressive and difficulty getting along with peers and teachers. It is also reported that their attendance is negatively affected as well. This article reported that girls are more likely to internalize their feelings which subsequently will result in depression. This too, has a negative affect on their academics.
There is a direct correlation in comparing these articles with my own practice however I do want to note that not all children of divorce experience a negative outcome. There are ways to alleviate the children's stress and learn to develop positive coping strategies. Parental involvement is crucial and if nurtured properly and with a close contact with the child, they will grow into well adjusted, both emotionally and academicaly.

Behrnan, R.E. and Quinn, L. (1994) Children and divorce, overview and analysis. In Children and Divorce, 4(1). Packard Foundation.

DeBord, K. (1997) Focus on kids: The effects of divorce on children. North Carolina Cooperation Extension Service.